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Primary Subject Area: English/Language Arts |
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Grade Level: K
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Overview:
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Students will read Green Eggs and Ham and taste a sample of green eggs and ham to experience a positive attitude about trying different foods. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1 class period (50 minutes) |
Content Standards:
- Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
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Benchmarks:
- ELA-1-E2
using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching); (1,4)- ELA-1-E3
adjusting speed of reading to suit the difficulty of materials and the purpose for reading; (1,4)- ELA-1-E5
reading, comprehending, and responding to written, spoken, and visual texts in extended passages; (1,3,4)
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Grade-Level Expectations (GLEs):
- Grade K
7.
Demonstrate understanding of book and print concepts by doing the following:
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locating front and back covers, title pages, and inside pages of a book
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identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence
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isolating individual words in print
(ELA-1-E2)
9.
Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student
(ELA-1-E5)
10.
Answer questions about the important characters, setting, and events of a story
(ELA-1-E5)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Health Education : Standard 5
Students will demonstrate individual and interpersonal
communication skills necessary to enhance health.
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Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
( 5, 6 )- Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
( 6 )- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )
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Objectives:
The students will - demonstrate a positive attitude about tasting new foods, and
- respond to written, spoken, and visual text.
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Lesson Materials and Resources:
- Dr. Seuss' Green Eggs and Ham book
- Small plate for each student
- Napkin for each student
- Fork for each student
- Baby wipes
- Assorted fruits such as kiwi, mango, blackberries, papayas, and some fruits that are familiar to the students (optional)
- Electric skillet
- Spatula
- Eggs
- Ham
- Cooking spray
- Green food coloring
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Technology Tools and Materials:
Hardware:
TV/VCR
Software:
KidPix
Websites:
• Dr. Seuss, Seussville
www.randomhouse.com/seussville/titles/greeneggs/
Other:
Video - Green Eggs and Ham
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Background Information:
The students should be able to sit quietly and listen to the story and respond appropriately to the teacher's questions. |
Lesson Procedures:
- Read the book Green Eggs and Ham aloud to the students.
- Ask the following or similar questions:
What is Sam trying to serve? (green eggs and ham)
To whom does he offer this food? (the cat in the hat)
Does the cat in the hat want to eat the green eggs and ham? (no)
Why would you want to try green eggs and ham?
Why would you not want to try them?
Did the cat in the hat try them? (yes)
What happened? (He liked green eggs and ham.)
What is a food that you did not think you would like, but tried anyway and liked?
- Visit the Seussville Web site to view various recipes of green eggs and ham, to print a word search and a placemat, and to play a picture scramble game.
- Prepare green eggs and ham by using an electric skillet and adding green food coloring to the egg mixture.
- Allow students to sample different fruits --such as kiwi, mango, blackberries, and papaya --as well as some familiar fruits. Ask students whether they liked any of the unfamiliar fruits. Students can watch the video Green Eggs and Ham while eating. (optional)
- Using KidPix, the students will illustrate a food they do not like and tell why. (This activity can be done at center time on a rotating basis.) Ask students whether they would be willing to try the foods after participating in this lesson.
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Assessment Procedures:
- Oral responses to comprehension questions in Lesson Procedure 2.
- Observation of children trying new foods.
- KidPix product, oral responses to Procedure 6
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
STUDENTS WITH SENSORY IMPAIRMENTS
STUDENTS WITH VISUAL IMPAIRMENTS
1. Procedures 1-3. Preferential seating is recommended.
2. Procedure 1. Large print materials or use text color in reproduced materials.
3. Procedure 1 and 3. If a large book is not used or the television monitor, the student can use a monocular to see print.
4. When using the computer, change the font size or use Microsoft Windows magnifying function in Assessories, screen enlargers, or similar software (e.g., Talking and large-print word processors).
5. Students who have profound loss of vision, do not need the monitor or large printed material. The teacher can dictate the food this student does not like and why. If the student is unfamiliar with the physical evironment of the classroom, an assigned student may assist with guiding him through the sampling of the fruit.
STUDENTS WITH HEARING IMPAIRMENTS
1. Procedue 1-2. Preferential seating is recommended. Seat the student near you (for auditory reasons and to reduce distractibility).
2. Proceduere 1-2. Pair with a typical hearing student to assure understanding of directions.
3. Procedure 1-3. If the student is unaided, an amplified listener with a headphone may be used.
4. Procedures 1-6. Repeat or rephrase if child has missed information; repeat the questions/comments of the other children so that the child is able to hear it through the FM microphone, frequently check for comprehension and call the child's name for redirection (using the computer, increase volume).
5. Procedures 2 and 5. Model appropriate verbalizations for the child and give him/her the opportunity to use verbal language.
STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES
1. Provide periodic breaks for movement.
2. Use predetermined signal to redirect attention.
3. Maintain eye contact during oral directions.
4. Provide alternate work locations within the classroom.
5. Allow active student to kneel or stand near workstation.
Additional General Classroom Accommodations found in "Helpful Links."
----- written by Eloise Hawkins
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Explorations and Extensions:
- Read the book The Very Hungry Caterpillar. Place the book in the class library for sustained silent reading (SSR) for students to learn what kinds of foods caterpillars eat.
- Ask the cafeteria supervisor to conduct a tour of the cafeteria, including the place where fresh and powdered eggs are stored.
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Lesson Development Resources:
- Texas Curriculum Guide for Self-Responsibility IV: Nutrition Education (1992), Texas Education Agency, Austin, TX.
- This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
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Reflections:
Some students may not eat ham because of religious reasons. Also, be aware of possible food allergies. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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